| Summary: | The rapid development of China’s economy has seen increasing demand for foreign language training in Chinese companies and organizations. Nevertheless educational institutions across the world have struggled to design appropriate foreign language training programmes for Chinese companies and organisations. Many models have been proposed and put into practice. However, little research has focussed attention on the actual needs of Chinese staff and the real demands of Chinese organizations and companies, so there is a continuing dilemma in terms of satisfying expectations of both training providers and trainees. This research aims to develop and test a project-based foreign language training model for Chinese employees. The model aims to develop the ability of foreign language training suppliers to establish a management strategy for project-based training involving international educational communication. A series of propositions have been generated based on the two-tier levels of project-based training model designed in this research, which is based on the literature review of Chinese foreign language education, Chinese learning styles, organisational learning objectives, project-based foreign language learning theories and existing programme models. Initial research was also conducted to identify where training and development needs and deficits lie within China’s organisations and companies. Chinese staff and managers are chosen to investigate their attitudes. A mixed method of combining quantitative and qualitative analysis was employed in the research in order to validate these propositions. The research has generated a number of successful outcomes relating to its aim and objectives. Firstly, individual project creation by Chinese trainees is a creative approach to meet learning objectives. Secondly, foreign language programmes need to aim to develop work-related or professional skills alongside language skills rather than learning the foreign language only. Thirdly, the divergence of perceptions in terms of training needs analysis and on-going assessment among Chinese staff and managers is discovered in the research. Fourthly, pedagogic design needs to blend formal instruction and independent learning. Fifthly, joint evaluation by bringing trainee, training providers and partners together customises evaluation. Sixthly, decision-making within Chinese organisations and companies involves top-down and bottom-up orientation. Additionally, understanding the operational structure of a training partner is important to the success of implementing a training programme through international educational management. These contributions will add updated knowledge to education management and also enable further value to international educational institutions and practitioners.
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